Inquiry Resources in Ontario's History Curriculumhttp://hdl.handle.net/1974/61922017-12-14T00:47:08Z2017-12-14T00:47:08Z1960s American Culture and IdentityChan, EricaFurlano, JessicaKhorsandi, Alexiahttp://hdl.handle.net/1974/157882017-05-10T07:15:41Z2017-05-09T00:00:00Z1960s American Culture and Identity
Chan, Erica; Furlano, Jessica; Khorsandi, Alexia
This unit explores the changes in American identity through investigating the racial and
social issues of the time. Focusing on the Civil Rights Movement and Black Culture, students will
learn about the changes in culture, politics, and arts. The lessons are organized so students will
be able to apply prior knowledge to their growing vocabulary and understanding of the themes.
The unit will begin Cultural history of the 1960s in United States. Followed by the political changes
of the period, then concluding in the artistic environment that was influenced by the social and
cultural changes.
The unit recognizes the period of 1960s as an extremely influential period of American
History. The main objectives of this unit is for students to be able to connect the social, cultural,
and political changes of the 1960s to present day American identity. Another objective is for
students to be able to recognize the connections between the Arts, politics, and culture of the
1960s, and how these were elements that documented, influenced, and further propelled the
Civil Rights movement forward. Through the investigation of primary sources, students will be
improve and strengthen upon their critical thinking, visual vocabulary, and communication skills.
1960s American Culture and Identity
2017-05-09T00:00:00ZPOST-WORLD WAR II CANADAForndran, SeanMcGugan, CamillaWoo, Mandyhttp://hdl.handle.net/1974/157872017-05-10T07:15:43Z2017-05-09T00:00:00ZPOST-WORLD WAR II CANADA
Forndran, Sean; McGugan, Camilla; Woo, Mandy
The post war era was a time of monumental change within Canada. As the dust of World War II settled, Canada found itself in a position wherein it could finally create a unique identity on the international stage. This unit concerns itself with guiding students through this era of great change in Canada so that they may begin to recognize the origins of many of the most prized aspects of Canadian culture. One of the core goals of this unit is to demonstrate to students that national identity and culture is a fluid concept that is always evolving as time progresses; sometimes this evolution moves slowly and sometimes it comes rapidly, but it will always occur. This unit also concerns itself with presenting to students the reasons why this cultural growth occurred within this era and who the leaders of this massive change were. All of these goals will be achieved throughout the unit by using an engaging mix of activities that range from large-scale group activities to individualized research tasks. Throughout all of these varying activities using evidence from the era in the investigation of particular topics will be fundamental with the goal of creating more historically-minded students by the unit’s end.
POST-WORLD WAR II CANADA
2017-05-09T00:00:00ZTHE POST-WAR PERIOD AND THE LONG 1960sTejpal, ShawnaDillon, ShannonSheffield, NicolePotvin, Darahttp://hdl.handle.net/1974/157862017-05-10T07:15:37Z2017-05-09T00:00:00ZTHE POST-WAR PERIOD AND THE LONG 1960s
Tejpal, Shawna; Dillon, Shannon; Sheffield, Nicole; Potvin, Dara
The following unit plan will explore the complex and diverse elements of The Post-War Period and the Long 1960s, specifically between 1944 and 1974. Our group chose to focus on this era because it was a time of change for Canadians that does not traditionally garner much attention in the grade ten classroom. The main objective of this unit is to have students explore the big question: How did Canada’s identity develop after World War 2? Students will analyze and evaluate this big question through the six main historical thinking concepts: 1) Historical Significance, 2) Cause and Consequence, 3) Continuity and Change, 4) Historical Perspectives, 5) Evidence, and 6) Ethical Dimensions. By using this method, students will be challenged to answer this question through their own critical thinking, using checkpoints and formative assessment during lessons as their guide. They will prove their understanding and opinion of this complex question in a final culminating task described below.
THE POST-WAR PERIOD AND THE LONG 1960s
2017-05-09T00:00:00Z“Challenging Canadian Identity”Rogers, ShannonClancy, ErinMaxwell, LeahThomas, Joshuahttp://hdl.handle.net/1974/157852017-05-10T07:15:33Z2017-05-09T00:00:00Z“Challenging Canadian Identity”
Rogers, Shannon; Clancy, Erin; Maxwell, Leah; Thomas, Joshua
We chose the curriculum unit of 1982-Present in the Grade 10 Introduction to
Canadian History course because it is often one that we have seen neglected in our
experience as students and Teacher Candidates. Since the course spans a long period
of time, many teachers do not leave sufficient time or run out of time for this area of the
course, meaning that this unit is often absent or rushed. We chose to create resources
and lesson plans for this unit so that we could bring attention to many events and issues
that would help students understand Canadian History to the present.
The central theme of our unit is “Challenging Canadian Identity” because many of
the topics explored in the period of 1982 - Present have repercussions that challenge
the stereotype or “typical” Canadian identity. We feel that exploring these topics will
allow students to develop the skills necessary to look at themselves as Canadians
through multiple lenses, therefore also developing their own multi-faceted identities as
responsible Canadian citizens. We want the students to understand that there is not one
cohesive “Canadian identity” and we want them to have the skills to be able to
challenge the generally accepted norms.
“Challenging Canadian Identity”
2017-05-09T00:00:00Z